Phonics They Use Words for Reading and Writing By: Patricia M. Cunningham
Predictable Charts: · A predictable chart is created by both students and teacher. · One example is “Things I Like.” The teacher starts by writing “I like _. (Teacher’s Name)”. The students then raise their hands and each of them tells what they like to do while the teacher writes “I like _. (Student’s Name). · Once it is complete, the students can each read their own sentence on the chart. What Do You Notice? · After making a Predictable Chart, the teacher can call attention to the patterns in the chart by using “What Do You Notice?” The students each read their own sentence. The teacher asks the children to look at the sentences and explain things they notice. The students should notice a variety of things including letters, sounds, and words. Clapping Syllables: · Once children can separate sentences into words, the students should then start separating words into syllables. · Using children’s names in the class, clap out the syllables of the child’s name, separating the syllables so the children can hear. · Example: Cath-er-ine (3 claps). · Then discuss the difference between the names clapped. You can also use this with vocabulary words or animals. Choral Reading: · Works best with poetry, refrains, and books with a lot of conversation. · Can be used as whole class, groups, or in parts. · Begin by reading the rhyme to the children. You may want to echo-read it with them once or twice. After reading it together, children may also enjoy pantomiming these rhymes while other children read them. · Rereading provides children with the practice needed to build fluency and self-confidence. · Examples of text: o Itsy Bitsy Spider o Brown Bear, Brown Bear o The Lion and the Mouse Echo Reading: ·Echo reading is usually done one sentence at a time with short, easy text that only has one sentence on a page. It can also be used for plays. · The class makes an echo of what is being read. If students do not understand what an echo is, it may be a good idea to take them somewhere in order to hear exactly what it is. · This method also helps develop fluency and self-confidence · Examples of text: o Brown Bear, Brown Bear o I Went Walking o There’s an Alligator Under my Bed Fluency Development: ·15-20 minutes · The teacher chooses a short passage, often a poem, and reads the passage aloud to the children several times, modeling fluent reading. · Using individual copies of the poem or with the poem written large enough for the whole class to see, the teacher and the class do a choral reading of the poem. The poem is read chorally several times. · The children are paired up and take turns reading the passage to each other. Each person reads the passage three times. · When the class gathers together again, children can volunteer to read the passage aloud for everyone. · Each child chooses two or three words from the passage to add to their personal word banks. They study these words and often use them in a variety of word sorts and games. · Children put one copy of the text in their poetry folder and are given a second copy to take home. Children are then encouraged to read the passage to whoever will listen. · The following day, the previous day’s passage is read again and then the whole cycle begins with a new passage.
Coaching During Reading: · Use in short, small group coaching sessions · Ideal text instructional level is 5-10 errors per 100 words · Explain to the students that the book will have words that they don’t understand and the purpose of these lessons is to practice how good readers figure out words they don’t know · When students get to word they don’t know say things like, “Put your finger on the word and say all the letters.” · This helps slow students when they look at words too quickly and miss letters · This also helps get students in the habit of looking over the words they are reading slower and more carefully
Words for Reading and Writing
By: Patricia M. Cunningham
Predictable Charts:
· A predictable chart is created by both students and teacher.
· One example is “Things I Like.” The teacher starts by writing “I like _. (Teacher’s Name)”. The students then raise their hands and each of them tells what they like to do while the teacher writes “I like _. (Student’s Name).
· Once it is complete, the students can each read their own sentence on the chart.
What Do You Notice?
· After making a Predictable Chart, the teacher can call attention to the patterns in the chart by using “What Do You Notice?” The students each read their own sentence. The teacher asks the children to look at the sentences and explain things they notice. The students should notice a variety of things including letters, sounds, and words.
Clapping Syllables:
· Once children can separate sentences into words, the students should then start separating words into syllables.
· Using children’s names in the class, clap out the syllables of the child’s name, separating the syllables so the children can hear.
· Example: Cath-er-ine (3 claps).
· Then discuss the difference between the names clapped. You can also use this with vocabulary words or animals.
Choral Reading:
· Works best with poetry, refrains, and books with a lot of conversation.
· Can be used as whole class, groups, or in parts.
· Begin by reading the rhyme to the children. You may want to echo-read it with them once or twice. After reading it together, children may also enjoy pantomiming these rhymes while other children read them.
· Rereading provides children with the practice needed to build fluency and self-confidence.
· Examples of text:
o Itsy Bitsy Spider
o Brown Bear, Brown Bear
o The Lion and the Mouse
Echo Reading:
· Echo reading is usually done one sentence at a time with short, easy text that only has one sentence on a page. It can also be used for plays.
· The class makes an echo of what is being read. If students do not understand what an echo is, it may be a good idea to take them somewhere in order to hear exactly what it is.
· This method also helps develop fluency and self-confidence
· Examples of text:
o Brown Bear, Brown Bear
o I Went Walking
o There’s an Alligator Under my Bed
Fluency Development:
· 15-20 minutes
· The teacher chooses a short passage, often a poem, and reads the passage aloud to the children several times, modeling fluent reading.
· Using individual copies of the poem or with the poem written large enough for the whole class to see, the teacher and the class do a choral reading of the poem. The poem is read chorally several times.
· The children are paired up and take turns reading the passage to each other. Each person reads the passage three times.
· When the class gathers together again, children can volunteer to read the passage aloud for everyone.
· Each child chooses two or three words from the passage to add to their personal word banks. They study these words and often use them in a variety of word sorts and games.
· Children put one copy of the text in their poetry folder and are given a second copy to take home. Children are then encouraged to read the passage to whoever will listen.
· The following day, the previous day’s passage is read again and then the whole cycle begins with a new passage.
Coaching During Reading:
· Use in short, small group coaching sessions
· Ideal text instructional level is 5-10 errors per 100 words
· Explain to the students that the book will have words that they don’t understand and the purpose of these lessons is to practice how good readers figure out words they don’t know
· When students get to word they don’t know say things like, “Put your finger on the word and say all the letters.”
· This helps slow students when they look at words too quickly and miss letters
· This also helps get students in the habit of looking over the words they are reading slower and more carefully